North Andover Public Schools

Bullying Prevention and Intervention Plan

Office of the Superintendent 1600 Osgood Street, Suite 3059 North Andover, MA 01845

Adopted: NASC - 12/16/2010

North Andover Public Schools

Acknowledgements The district would like to thank the members of the Building Respectful Community Committee for their role in raising awareness of the importance of social/ emotional learning and for their contribution to North Andover’s Bullying Prevention and Intervention Plan: Cheryl Barczak

Laurie Burzlaff

Tracy Castiglione

Peter Concannon

Georgia Chute

Richard Galante

David Fabrizio

Deborah Gilmartin

Gretchyn Gallagher

Jim Gosselin

Michelle Grasso

Kevin Hutchinson

Chet Jackson

Cindy Jalbert

Christine Karelis

Kathleen Keith

Elizabeth Kline

Greg Landry

Jon Longley

Laura MacMillan

Maria Mesinger

Barbara Meyer

Steve Nugent

Helen Pickard

Jen Scarpa

Barbara Whidden

Carolyn Zimmer

i

Adopted: NASC - 12/16/2010

North Andover Public Schools

Mission Statement The mission of North Andover Public Schools is to cultivate a respectful community of engaged learners, insightful thinkers, and effective communicators.

Our Academic Expectations Through our work teaching essential standards across disciplines in grades K-12: North Andover students will be engaged learners who actively explore material to acquire and comprehend new knowledge. North Andover students will be insightful thinkers who find meaning by applying critical thinking and problem-solving skills. North Andover students will be effective communicators who share knowledge and insight through written, oral & artistic expressions.

Our Social-Emotional Learning Expectations Civic and character education is vitally important to the development of well-rounded students. Our Building Respectful Community (BRC) initiative highlights the values associated with RAISE through which… North Andover students will demonstrate respect. They will think about others before speaking or taking any action. They will appreciate the contributions of others, while showing respect for themselves, other people, personal and/or community property and the environment. North Andover students will demonstrate achievement. They will exercise their best effort and judgment in all activities in which they participate and will set goals that promote positive academic, social, and personal development. North Andover students will demonstrate inclusion. They have a responsibility to break down barriers by inviting new people into teams, circles of friends, and experiences as they work to be a unified, collaborative community. North Andover students will demonstrate service. They believe the growth and improvement of a relationship and community depends on the willingness of others to contribute support to the greater good. North Andover students will demonstrate empathy. They will be aware of and consider another person’s situation, feelings or motives before speaking or taking action.

ii | P a g e

Adopted: NASC - 12/16/2010

North Andover Public Schools

TABLE OF CONTENTS I. Leadership A. Public Involvement in Developing the Plan B. Assessing Needs and Resources C. Planning and Oversight D. Priority Statement

1&2 2 3 3

II. Training and Professional Development A. Annual Staff Training on the Plan B. Ongoing Professional Development C. Written Notice to Staff

4 4&5 5

III. Access to Resources and Services A. Identifying Resources B. Counseling and Other Supportive Services C. Student with Disabilities D. Referral to Outside Services

5 5&6 6 6

IV. Academic and Non-Academic Activities A. Specific Bullying Prevention Approaches B. General Teaching Approaches that Support Bullying Prevention Efforts

6&7 7

V. Implementation of Policies and procedures for Reporting and Responding to Bullying and Retaliation A. Reporting Bullying and/or Retaliation 1. Reporting by Staff 2. Reporting by Students, Parents or Guardians and Others B. Responding to a Report of Bullying or Retaliation 1. Safety 2. Obligations to Notify Others a. Notice to Parents or Guardians b. Notice to Another School or District c. Notice to Law Enforcement C. Investigation D. Determinations E. Responses to Bullying 1. Teaching Appropriate Behavior through Skills Building 2. Taking Disciplinary Action 3. Promoting Safety for the Target and Others

9 9 9 9 & 10 10 10 10 & 11 11 11

VI. Collaboration with Families A. Dynamics of Bullying A. Parent Education and Resources B. Notification Requirements

11 & 12 12 12

VII. Prohibition Against Bullying and Retaliation VIII. Definitions IX. Relationship to Other Laws

7&8 8 8 8&9

13 13 & 14 14

Appendices: 1. North Andover School Committee Approved Anti-Bullying and Harassment Policies 2. Bullying Prevention and Intervention Incident Reporting Forms iii | P a g e

Adopted: NASC - 12/16/2010

North Andover Public Schools

I. LEADERSHIP North Andover Public School leaders have a primary role in teaching students to be respectful of one another and promoting understanding of diversity and difference. Leadership includes all district and building administrators, teachers, guidance counselors and school psychologists. It is their responsibility to involve representatives from the greater school and local community in developing and implementing the plan as well as evaluating it for effectiveness. This leadership responsibility includes: (1) providing curricular guidance and programming for students to develop social and emotional learning (SEL) that contributes to building and sustaining a positive learning environment; (2) creating focused initiatives with a common language for all staff to address SEL and to build caring and supportive learning communities; (3) utilizing a pyramid of interventions that is appropriate and proactive in addressing both the nature of the conduct and the age of the student, when any disruption occurs that impacts the learning environment. A. Public Involvement in Developing the Plan When the legislature passed M.G.L. c. 71, §37O, requiring all districts to develop a Bullying Prevention and Intervention Plan, North Andover already had a representative committee in place to incorporate this directive into significant efforts underway with the schools and community. It is important to note that North Andover Public Schools did not engaged in this initiative as a result of the new bullying prevention and intervention law, but incorporated the framework and guidance of the law’s requirements into a plan that has been in development and in the process of implementation for over two years. In January, 2008, a group of parents concerned about the social and emotional issues affecting student learning, and specifically bullying, joined with administrators to discuss their concerns. Initial discussions focused on problems affecting students at all levels (K-12) within the school environment. The following topics were identified: Physical, verbal, and cyber bullying Lack of respect for one another (mocking differences) Isolations (kids feeling left out, lack of support system) Anxiety Drugs Parental fears Teen relationships Recognizing that there was a loose connection between current efforts to address these topics and initiatives among schools, the group initially focused on the three major questions that guide all of our curriculum development efforts and their relation to social and emotional learning: What do we want our students to know and be able to do? How will we know when they have learned? How do we respond when they are not learning? The overall goal when addressing these questions was to create a community in which all participants had a greater respect and active concern for others, “a respectful community” (see Mission Statement). To achieve its goal, the group identified several objectives: 1) developing a common language that students and the community could use; 2) collecting information from a variety of groups and involving them to identify where the issues lie (lunch room, recess, etc.); 3) identifying the impact on and making a connection to the broader community (students, staff, parents, coaches, youth sports organizations, North Andover Youth Services, and the greater North Andover community); 4) implementing a K-12 programmatic approach. In order to ensure success, the group needed to define the roles of all participants and promote a forum for open communication, providing a safe environment in which individual concerns can be raised and addressed. From this initial meeting, the Building Respectful Community (BRC) Committee was formed with representation from parents, staff, and community. -1-|P a g e

Adopted: NASC - 12/16/2010

North Andover Public Schools

Since that meeting, the BRC Committee has continued its effort to build a more respectful community through developing a set of essential standards highlighted in the RAISE acronym (see Mission) and has promoted activities throughout the schools and community to support social emotional learning and awareness of its significance. Included in many of these activities has been an emphasis on understanding and addressing bullying behavior and the increasing connection to advancements in technology. The BRC Committee is organized to review assessment data and to assist in setting district goals for each year as part of the District Improvement Plan (DIP). School Improvement Plans (SIP) also incorporate initiatives specifically addressing BRC. B. Assessing Social-Emotional Needs and Resources Social-emotional learning is an integral part of North Andover’s educational mission. We feel it is important to stand behind the increasingly strong evidence that social-emotional skills positively affect student academic outcomes. Over the summer, the Administration revisited our mission and goals, and re-defined our social-emotional learning expectations as those which identify civic and character education as vitally important to the development of wellrounded students. These goals resulted in a culmination of almost three years of research, feedback and outreach conducted by the Building Respectful Community (BRC) Committee. In the spring of 2008, the BRC Committee developed and supported a district-wide effort, working with Project Adventure, a consultant, to examine the perceptions of student, parent, and staff on safety, respect, and related learning environment concerns. The assessment focused on: 1. Examination of what related programs and supports already exist 2. Administration of a questionnaire for students, parents, and staff 3. Preliminary analysis of survey results 4. Focus group and key individual interviews informed and designed from survey data 5. Analysis of both sets of data 6. Assessment report with recommendations The report was received in September of 2008 with the following recommendations: Build on existing best practices in the district and outside expertise Explore and establish shared beliefs/principles to build on increasing student sense of responsibility Develop SEL age-appropriate standards Develop common practices across the district that are focused on universal language Build strong collaborative teams in schools Attend to leadership, organization and resource allocation Plan for assessment at least every two years Similarly, the district, led by the BRC Committee, joined with Project Adventure in the late spring of 2010 to assess the current status of safety, respect, and related learning environment concerns. After examining the feedback received from students, staff, and parents through a district-wide survey and focus groups, the BRC Committee has established the following goals for the 2010/11 school year: Bridge BRC and RAISE across North Andover Public Schools and the community Increase the visibility and knowledge of BRC and RAISE values/essential standards Make social and emotional learning connections though literature and curriculum. Establish and define benchmarks for essential R A I S E standards Increase communication community wide including the development of a new website Address State Requirements (Bullying Prevention and Intervention Plan)

-2-|P age

Adopted: NASC - 12/16/2010

North Andover Public Schools

C. Planning and Oversight Designated school and district administrators will provide oversight of the North Andover Public Schools Bullying Prevention and Intervention Plan as indicated in the chart below: TASK Receive bullying reports Create process for recording and tracking incident reports and accessing information related to targets and perpetrators Collect and analyze building and/or school-wide data on bullying to assess the present problem and measure improved outcomes Plan supports that respond to the needs to targets and perpetrators Plan ongoing professional development as required by law Choose and implement the curricula Develop new or revise current policies and protocols including Internet Safety Policy and identify key personnel to oversee them Amend and approve student and staff handbooks and codes of conduct Lead parent and family engagement efforts and draft parent information materials Review and update Plan biennially

SCHOOL LEADER(s) Principal and/or designee Principal and/or designee

DISTRICT LEADER(s) Assistant Superintendent Assistant Superintendent Building Respectful Community Committee

Principal and/or designee

Assistant Superintendent

Principal and/or designee Guidance counselors Special Education Director Designated Teachers Principal and/or designee

Assistant Superintendent

Principal and/or designee Guidance counselors Teachers Principal and/or designee

Assistant Superintendent

Principal/Assistant Principal

Principal and/or designee PTOs School Councils Principal and/or designee

Assistant Superintendent

Director of Technology School Resource Officer Assistant Superintendent Superintendent School Committee Assistant Superintendent Superintendent School Committee Assistant Superintendent Building Respectful Community Committee Assistant Superintendent Building Respectful Community Committee

D. Priority Statement The Bullying Prevention and Intervention Plan (“Plan”) is a comprehensive approach to addressing bullying and cyberbullying, and the district is committed to working with teachers, school staff, professional support personnel, school volunteers, administrators, community representatives, local law enforcement agencies, community representatives, students, parents and guardians to prevent instances of violence that contribute to an unsafe environment. The plan shall apply to students and members of a school staff, including but not limited to, educators, administrators, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to an -3-|P age

Adopted: NASC - 12/16/2010

North Andover Public Schools

extracurricular activity and paraprofessionals. In consultation with these constituencies, we have established this Plan for prevention and intervention of and response to incidents of bullying, cyberbullying and retaliation. Each building principal is responsible for the implementation and oversight of the Plan. II. TRAINING AND PROFESSIONAL DEVELOPMENT A. Annual Staff Training on the Plan The district will set aside time at the beginning of each school year to orient/train staff on the plan and/or any updates or changes to the plan. The goal of the Annual Training is to clarify the roles and responsibilities of both staff members and administration. All staff will be required to attend this training. During the course of this training, the following will be presented: Overview of staff duties under the current plan Overview of bullying prevention curricula to be offered at all grade levels Overview of administrative responsibilities regarding reporting of bullying or retaliation Staff will receive a written document clearly outlining their specific duties as to the implementation of the plan New staff members will be trained as part of their orientation program. Staff members hired after the start of the school year will be required to participate in school-based training during the school year in which they are hired, unless they can demonstrate participation in an acceptable and comparable program within the past two years Copies of completed professional development attendance will be submitted to the Assistant Superintendent or a district designee B. Ongoing Professional Development The goal of professional development is to establish a common understanding of tools necessary for staff to create a school climate that promotes safety, civil communication, and respect for differences. Professional development will build the skills of staff members to prevent, identify and respond to bullying. As required by M.G.L., c. 71, §37O, the content of school-wide and district-wide professional development will be informed by research and will include information on: developmentally (or age-) appropriate strategies to prevent bullying developmentally (or age-) appropriate strategies for immediate, effective interventions to stop bullying incidents information regarding the complex interaction and power differential that can take place between and among an perpetrator, target, and witnesses to the bullying research findings on bullying, including information about specific categories of students who have been shown to be particularly at risk for bullying in the school environment information on the incidence and nature of cyberbullying internet safety issues as they relate to cyberbullying Opportunities for professional development also will be offered by the district to address ways to prevent, identify and respond to bullying or retaliation. Such offerings can be district initiated via a course catalog or teacher initiated via an offering outside of the district. In addition, specific professional development will be offered to support educators in helping students with disabilities. Professional development should also include special considerations when developing students’ Individualized Education Programs (IEPs). This will include a particular focus on the needs of students with autism or students whose disability affects social skills development. Additional areas identified by the school or district for professional development include: Promoting and modeling the use of respectful language -4-|P age

Adopted: NASC - 12/16/2010

North Andover Public Schools

Fostering an understanding of and respect for diversity and differences Building relationships and communicating with families Using positive behavioral intervention strategies Applying constructive disciplinary practices Teaching students skills including positive communication, anger management and empathy for others Engaging students in school or classroom planning and decision making and maintaining a safe and caring classroom for all students Promoting a positive social climate throughout the school Adopting common social competence programs Constructively managing classroom behaviors Staff attending professional development will have the opportunity to share learned knowledge with other staff. Examples may include but are not limited to presenting to grade-level educators, staff at the building level or other committees such as the Administrative Council or the BRC Committee. C. Written Notice to Staff The district will provide all staff with an annual written notice of the Plan by publishing information in the school or district employee handbook. Such information will be distributed to all staff on the first day of school. III. ACCESS TO RESOURCES AND SERVICES A key aspect of promoting positive school climates is ensuring that the underlying emotional needs of targets, perpetrators, families, and others are addressed. North Andover’s Bullying Prevention and Intervention Plan includes strategies for providing supports and services necessary to meet these needs. A. Identifying Resources North Andover’s Plan includes a process to identify the resources that are available in every school to provide counseling and other services for targets, perpetrators, and their families. These resources are separate from the people who could deliver them. Building principals, in collaboration with guidance counselors, will identify these resources. The Plan also includes a process to identify a team of people who could be available as an intervention team. Schools will conduct an annual review of staffing and programs that support the creation of positive school environments in concert with BRC initiatives, focusing on early interventions and intensive services, and develop recommendations and action steps to fill resource and service gaps. This may include adopting new evidence-based curricula, reorganizing staff, establishing safety planning teams, and identifying other agencies that can provide services. B. Counseling and Other Supportive Services Guidance counselors, adjustment counselors, nurses, school psychologists, speech pathologists, and special educators provide a variety of therapeutic and skill-based services to students within the educational setting that include emotional support, risk assessment, crisis intervention, and help with community based counseling referrals when appropriate. Guidance counselors, adjustment counselors, nurses, school psychologists, and special educators meet with parents and teachers as needed to help address students’ academic, emotional, and behavioral concerns. Examples of interventions to help address students’ needs include individually focused curricula, social skills groups, and behavioral intervention plans. Every school has a Child Study Team that meets regularly to discuss students.

-5-|P age

Adopted: NASC - 12/16/2010

North Andover Public Schools

School workers and others work with administrators to provide linguistically appropriate resources to identified families. Guidance counselors maintain current information on community based mental health referrals as well as Community Service Agencies (CSAs) within the local area, providing services to Medicaid eligible students. Guidance counselors, adjustment counselors, school psychologists, speech pathologists, and intensive special needs educators work collaboratively to develop behavior plans and social thinking groups for students with social skill weaknesses. Additionally, they work collaboratively to educate and support parents, conduct parent workshops, and apprise parents of outside resources to enhance parenting skills and provide for the needs of children. C. Students with Disabilities As required by M.G.L. c. 71B, §3, as amended by Chapter 92 of the Acts of 2010, when the IEP Team determines the student has a disability that affects social skills development or the student may participate in or is vulnerable to bullying, harassment, or teasing because of his/her disability, the Team will consider what should be included in the IEP to develop the student's skills and proficiencies to avoid and respond to bullying, harassment, or teasing. The North Andover Public School system recognizes that students with disabilities may need additional curricular and therapeutic supports in order to avoid bullying behaviors, or to avoid becoming the target of bullying behaviors. Within the context of their IEPs, students with disabilities who have needs in this area receive specialized instruction from speech and language pathologists, school psychologists, guidance counselors, special education teachers, and/or other special education staff. This specialized instruction may include but is not limited to direct and indirect ways to react to and avoid bullying behavior. Goals and objectives focus on the needs of the individual students and may include such areas as self-advocacy skills, social communication skills, skills for responding to teasing, “bystander” behavioral skills, problem-solving skills, skills for dealing with anger and avoiding trouble, skills for recognizing the feelings of others, and conflict resolution skills. Most of our students with disabilities also participate in general education classroom instruction designed to address bullying. When needed, students with disabilities are offered accommodations and supports to help them to avoid becoming perpetrators or targets of bullying behaviors. These may include behavior plans, allowing students to leave class early to avoid hallway incidents, adult support during structured and unstructured times during the school day, and frequent communication with their parents. D. Referral to Outside Services North Andover Public Schools guidance counselors have an established practice of providing parents and students with referral information and assistance with accessing needed therapeutic resources in the larger community. In cases where parents elect to augment in-school intervention and support with community-based therapeutic services, North Andover Public Schools guidance staff will, on request, provide information on mental health resources in the community. IV. ACADEMIC AND NON-ACADEMIC ACTIVITIES A. Specific Bullying Prevention Approaches Bullying prevention curricula will be age appropriate and evidence-based, which, among other things, emphasizes the following approaches: Use scripts and role plays to develop skills; Empower students to take action by knowing what to do when they witness other students engaged in acts of bullying or retaliation, including seeking adult assistance; -6-|P age

Adopted: NASC - 12/16/2010

North Andover Public Schools

Help students understand the dynamics of bullying and cyberbullying including the underlying power imbalance; Emphasize cyber safety, including safe and appropriate use of electronic communication technologies; Enhance students’ skills for engaging in healthy relationships and respectful communications; and Engage students in a safe, supportive school environment that is respectful of diversity and differences. Initiatives will also teach students about the student-related sections of the Bullying Prevention and Intervention Plan. B. General Teaching Approaches that Support Bullying Prevention Efforts The following approaches are integral to establishing a safe and supportive school environment. These underscore the importance of our bullying intervention and prevention initiatives: Set clear expectations for students and establish school and classroom routines; Create safe school and classroom environments for all students; Use appropriate and positive responses and reinforcement, even when students require discipline; Use positive behavioral supports; Encourage adults to develop positive relationships with students; Model, teach and reward pro-social, healthy and respectful behaviors; Use positive approaches to behavioral health, including collaborative problem-solving, conflict resolution training, teamwork, and positive behavioral supports that aid in social and emotional development; and Use the Internet safely and support students’ interest and participation in non-academic and extracurricular activities, particularly in their areas of strength. Examples of curricula currently used at the elementary level: Responsive Classroom RAISE assemblies RAISE families Project Adventure Wellness education Examples of curricula currently used at the middle school level: Wellness education Project Adventure RAISE assemblies Examples of curricula currently used at the high school level: Advisory Block Peer Mediation Peer Leadership education Wellness education Project Adventure V. IMPLEMENTATION OF POLICIES AND PROCEDURES FOR REPORTING AND RESPONDING TO BULLYING AND RETALIATION (Supporting School Committee approved policies relating to Bullying can be found in Appendix 1). To support efforts to respond promptly and effectively to bullying and retaliation, the North Andover Public School District has policies and procedures in place for receiving and responding to reports of bullying and retaliation. These policies and procedures will ensure that members of the school community – students, parents, and staff – know -7-|P age

Adopted: NASC - 12/16/2010

North Andover Public Schools

what will happen when incidents of bullying and/or retaliation occur. The Administrator Investigation Procedure outline is described in Appendix 2. A. Reporting Bullying and/or Retaliation Reports of bullying or retaliation may be made by students, staff, parents or guardians, or others, and may be oral or written. Oral reports made by or to a staff member must be recorded in writing. All employees are required to report immediately to the principal or designee any instance of bullying and/or retaliation the staff member becomes aware of or witnesses. Reports made by students, parents or guardians, or other individuals who are not school or district staff members, may be made anonymously. The school or district will make a variety of reporting resources available to the school community including, but not limited to, a Bullying Reporting Form (page xii) and each principal‘s phone number. The school or district will: 1) include a copy of the Bullying Reporting Form in the beginning of the year packets for students and parents or guardians; 2) make the Bullying Reporting Form available in the school’s main office, the counseling office, the school nurse's office, and other locations determined by the principal or designee; and 3) post the Bullying Reporting Form on the district’s website. The Bullying Reporting Form will be made available in the most prevalent language(s) of origin of students and parents or guardians. If the incident was witnessed, the Bullying Witness Statement should be completed and attached to the Incident Complaint Report Form. Use of a Bullying Reporting Form is not required as a condition of making a report. At the beginning of each school year, the school or district will provide the school community, including administrators, staff, students, and parents or guardians, with written notice of its policies for reporting acts of bullying and retaliation. A description of the reporting procedures and resources, including the name and contact information of the principal or designee, will be incorporated in student and staff handbooks, on the school and district website, and in information about the Plan that is made available to parents or guardians. 1. Reporting by Staff A staff member will report immediately to the principal or designee when he/she witnesses or becomes aware of conduct that may be bullying or retaliation. The requirement to report to the principal or designee does not limit the authority of the staff member to respond to behavioral or disciplinary incidents consistent with school or district policies and procedures for behavior management and discipline. Internally, the North Andover Public School District has created reporting and documentation forms for staff members and administrators (see Appendix 2, pages IX – XI). Annual training on the use of these forms will be provided. 2. Reporting by Students, Parents or Guardians, and Others The school and district expects students, parents or guardians, and others who witness or become aware of an instance of bullying or retaliation involving a student to report it to the principal or designee. Reports may be made anonymously, but no disciplinary action will be taken against an alleged perpetrator solely on the basis of an anonymous report. The North Andover Public School District has created reporting and documentation forms for students, parents, guardians and others to report incidents of bullying, and they may request assistance from a staff member to complete a written report (see Appendix 2, pages XII-XIII). Students will be provided practical, safe, private and age-appropriate ways to report and discuss an incident of bullying and/or retaliation with a staff member, or with the principal or designee. B. Responding to a Report of Bullying or Retaliation 1. Safety -8-|P age

Adopted: NASC - 12/16/2010

North Andover Public Schools

Before fully investigating the allegations of bullying and/or retaliation, the principal or designee will take steps to assess the need to restore a sense of safety to the alleged target and/or to protect the alleged target from possible further incidents. There may be circumstances in which the principal or designee, at their discretion and in accordance with applicable law, contacts parents or guardians prior to any investigation. Notice will be consistent with state regulations at 603 CMR 49.00. Responses to promote safety may include, but shall not be limited to: 1) creating a personal safety plan; predetermining seating arrangements for the target and/or the perpetrator in the classroom, at lunch; 2) or on the bus; identifying a staff member who will act as a “safe person” for the target; and altering the perpetrator’s schedule and access to the target. The principal or designee will take additional steps to promote safety during the course of and after the investigation, as necessary. The principal or designee will implement appropriate strategies for protecting from bullying or retaliation a student who has reported bullying or retaliation, a student who has witnessed bullying or retaliation, a student who provides information during an investigation, and a student who has reliable information about a reported act of bullying or retaliation. The confidentiality of students and witnesses reporting alleged acts of bullying and/or retaliation will be maintained to the extent possible given the school’s obligation to investigate the matter. 2. Obligations to Notify Others a. Notice to Parents or Guardians Upon determining that bullying or retaliation has occurred, the principal or designee will promptly notify the parents or guardians of the target and the perpetrator of this, and of the procedures for responding to it. There may be circumstances in which the principal or designee contacts parents or guardians prior to any investigation. Notice will be consistent with state regulations at 603 CMR 49.00. b. Notice to Another School or District If the reported incident involves students from more than one school district, charter school, non-public school, approved private special education day or residential school, or collaborative school, the principal or designee first informed of the incident will promptly notify by telephone the principal or designee of the other school(s) of the incident so that each school may take appropriate action. All communications will be in accordance with state and federal privacy laws and regulations, and 603 CMR 49.00. c. Notice to Law Enforcement At any point after receiving a report of bullying or retaliation, including after an investigation, if the principal or designee has a reasonable basis to believe that criminal charges may be pursued against the perpetrator, the principal will notify the local law enforcement agency. Notice will be consistent with the requirements of 603 CMR 49.00 and locally established agreements with the local law enforcement agency. Also, if an incident occurs on school grounds and involves a former student under the age of 21 who is no longer enrolled in school, the principal or designee shall contact the local law enforcement agency if he or she has a reasonable basis to believe that criminal charges may be pursued against the perpetrator. In making this determination, the principal will, consistent with the Plan and with applicable school or district policies and procedures, consult with the school resource officer and other individuals the principal or designee deems appropriate. C. Investigation -9-|P age

Adopted: NASC - 12/16/2010

North Andover Public Schools

The principal or designee may investigate promptly all reports of bullying or retaliation and, in doing so, will consider all available information known, including the nature of the allegation(s) and the ages of the students involved. During the investigation, the principal or designee will, among other things, interview students, staff, witnesses, parents or guardians, and others as necessary. The investigator will remind the alleged perpetrator, target, and witnesses that retaliation is strictly prohibited and will result in disciplinary action. Interviews may be conducted by the principal or designee, other staff members as determined by the principal or designee, and in consultation with the school counselor, as appropriate. To the extent practicable, and given his/her obligation to investigate and address the matter, the principal or designee will maintain confidentiality during the investigative process. The principal or designee will maintain a written record of the investigation. Procedures for investigating reports of bullying and retaliation will be consistent with school and district policies and procedures for investigations. If necessary, the principal or designee will consult with the Superintendent/Assistant Superintendent regarding consultation with legal counsel pertaining to the investigation of the alleged report. D. Determinations The principal or designee will make a determination based upon all of the facts and circumstances. If, after investigation, it is determined that a violation of the district’s anti-bullying policy occurred, the principal or designee will take steps reasonably calculated to prevent recurrence and to ensure that the target is not restricted in participating in school and in benefiting from school activities. The principal or designee will: 1) determine what remedial action is required, if any; and 2) determine what responsive actions and/or disciplinary action is necessary. A full range of disciplinary actions may be implemented up to and including suspension and expulsion. Depending upon the circumstances, the principal or designee may choose to consult with the students’ teacher(s) and/or school counselor, and the target’s or perpetrator’s parents or guardians, to identify any underlying social or emotional issue(s) that may have contributed to the bullying and/or retaliatory behavior and to assess the level of need for additional social skills development. The principal or designee will promptly notify the parents or guardians of the target and the perpetrator about the results of the investigation; and, if it is determined that a violation of the district’s anti-bullying policy occurred, what action is being taken to prevent further acts of bullying or retaliation. All notice to parents must comply with applicable state and federal privacy laws and regulations. Due to the legal requirements regarding the confidentiality of student records, the principal or designee cannot report specific information to the target’s parent or guardian about the disciplinary action taken unless it involves a “stay away” order or other directive that the target must be aware of in order to report violations. E. Responses to Bullying The North Andover Public Schools have incorporated a range of individualized strategies and interventions that may be used in response to remediate a student’s skills and/or to prevent further incidences of bullying and/or retaliation. 1. Teaching Appropriate Behavior through Skills-Building Upon the principal or designee determining that a violation of the district’s anti-bullying policy has occurred, the law requires that the school or district use a range of responses that balance the need for accountability with the need to teach appropriate behavior. M.G.L. c. 71, §37O (d). Skill-building approaches that the principal or designee may consider include: - 10 - | P a g e

Adopted: NASC - 12/16/2010

North Andover Public Schools

offering individualized skill-building sessions based on the school’s/district’s anti-bullying curricula providing relevant educational activities for individual students or groups of students, in consultation with guidance counselors and other appropriate school personnel implementing a range of academic and nonacademic positive behavioral supports to help students understand pro-social ways to achieve their goals meeting with parents and guardians to engage parental support and to reinforce the anti-bullying curricula and social skills building activities at home adopting behavioral plans to include a focus on developing specific social skills making a referral for evaluation 2. Taking Disciplinary Action If the principal or designee decides that disciplinary action is appropriate, the disciplinary action will be determined on the basis of facts found by the principal or designee, including the nature of the conduct, the age of the student(s) involved, and the need to balance accountability with the teaching of appropriate behavior. Discipline will be consistent with the Plan and with the school’s or district’s code of conduct. Discipline procedures for students with disabilities are governed by the federal Individuals with Disabilities Education Improvement Act (IDEA), which should be read in cooperation with state laws regarding student discipline. If the principal or designee determines that a student knowingly made a false allegation of bullying or retaliation, that student may be subject to disciplinary action consistent with the school’s code of conduct/student handbook. 3. Promoting Safety for the Target and Others The principal or designee will consider what adjustments, if any, are needed in the school environment to enhance the target's sense of safety and that of others as well. One strategy that the principal or designee may use is to increase adult supervision at transition times and in locations where bullying is known to have occurred or is likely to occur. Within a reasonable period of time following the determination and the ordering of remedial and/or disciplinary action, the principal or designee will contact the target to determine whether there has been a recurrence of the prohibited conduct and whether additional supportive measures are needed. If so, the principal or designee will work with appropriate school staff to implement them immediately. VI. COLLABORATION WITH FAMILIES A. Dynamics of Bullying Bullying can take many forms and occur in virtually any setting. It can create unnecessary and unwarranted anxiety that will affect attending school, walking in corridors, eating in cafeterias, playing in the school yard or recreation areas, participating in or attending special and extracurricular activities, or riding on the bus to and from school each day. As a rule bullying behavior starts in elementary school and peaks in the middle school years. However, it attracts more attention from adults when it appears in high school. There the students are older and physically larger and the behavior is recognized as being less tolerable and more inappropriate. Also, sexual harassment is, in fact, often a form of bullying.

- 11 - | P a g e

Adopted: NASC - 12/16/2010

North Andover Public Schools

Cyberbullying, the sending or posting of harmful or cruel text images using the Internet or other digital communication devices, is one of the most challenging issues facing administrators, parents and law enforcement officials. Cyberbullying can be extremely vicious. Victimization is ongoing (24/7) and, can be distributed world-wide and often irretrievable. Because it can be anonymous, students who engage in cyberbullying are bolder and less fearful of getting caught. Bullying and harassment are major distractions from learning. The grades of the victims can suffer. Fear can lead to chronic absenteeism, truancy, or even dropping out of school. Bystanders feel both guilty and helpless for not standing up to the bully. Most bullying by students starts out verbally – teasing and put-downs – and may become progressively worse, assume physical dimensions and/or make its way out onto the Internet. Bullying is defined as engaging in conscious, willful and deliberate hostile activity intended to harm, induce fear through threat of further aggression, and create terror. Examples of bullying include: Bullying can be direct or indirect, blatant or subtle. It involves an imbalance of power and repeated and intentional actions. Bullying is any behavior considered physical aggression, social aggression, verbal aggression, written aggression, intimidation, sexual harassment, or racial/ethnic harassment. Bullying is cutting someone off from essential relationships. Bullying includes isolating the victim by making them feel rejected by his/her community. Bullying is malicious gossip and rumor spreading. Bullying can take the form of cyberbullying. Electronic communication (including but not limited to texting. Facebook posting, emailing or other forms of internet use) that includes physical threats and/or malicious gossip and slander. Hit lists or polls via email or other methods of communication naming specific students and/or teachers. B. Parent Education and Resources North Andover Public Schools will offer a variety of education programs for parents and guardians that are focused on the parental components of the anti-bullying curricula and any social competency curricula used by the district or school. The programs will include, but not limited to, seminars, webinars, online videos and links to bullying websites, notices about bullying policies and procedures, newsletters and other handouts. Parents will be notified of curriculum with bullying-based themes (i.e. art, social studies, literature, etc.) and provided with suggestions for conversation starters, supplemental or additional resources, movies, etc. Policies and procedures will be posted on the district’s website as well as each individual school’s website. (See the Building Respectful Community section of North Andover’s website for additional information). The programs will be offered in collaboration with the PTO, School Councils, Special Education Parent Advisory Councils or similar organizations. C. Notification Requirements The notice will be signed and returned by parents indicating receipt and understanding of these policies. Each year parents will also be informed about the anti-bullying curricula that are used in the classroom. The school or district will send parents written notice each year about the student-related sections of the Plan and the school’s or district’s Internet Safety Policy. All notices and information made available to parents or guardians will be in hard copy and electronic formats, and will be available in the language(s) most prevalent among parents or guardians.

- 12 - | P a g e

Adopted: NASC - 12/16/2010

North Andover Public Schools

VII. PROHIBITION AGAINST BULLYING AND RETALIATION The following statement is incorporated directly from M.G.L. c. 71, § 37O(b), and describes the law’s requirements for the prohibition of bullying: Acts of bullying, which include cyberbullying are prohibited: i. on school grounds and property immediately adjacent to school grounds, at a school-sponsored or schoolrelated activity, function or program whether on or off school grounds, at a school bus stop, on a school bus or other vehicle owned, leased or used by a school district or school; or through the use of technology or an electronic device owned, leased or used by a school district or school ii. at a location, activity, function or program that is not school-related through the use of technology or an electronic device that is not owned, leased or used by a school district or school, if the acts create a hostile environment at school for the target or witnesses, infringe on their rights at school, or materially and substantially disrupt the education process or the orderly operation of a school. Retaliation against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying is also prohibited. As stated in M.G.L., c. 71, §37O, nothing in this Plan requires the district or school to staff any non-school related activities, functions or programs. VIII. DEFINITIONS: Perpetrator is a student or a member of a school staff including, but not limited to, an educator, administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach, advisor to an extracurricular activity or paraprofessional who engages in bullying, cyberbullying, or retaliation. Bullying, as defined in M.G.L., c. 71, §37O, is the repeated use by one or more students or by a member of a school staff including, but not limited to, an educator, administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach, advisor to an extracurricular activity or paraprofessional of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a target that: i. causes physical or emotional harm to the target or damage to the target’s property ii. places the target in reasonable fear of harm to himself or herself or of damage to his or her property iii. creates a hostile environment at school for the target iv. infringes on the rights of the target at school v. materially and substantially disrupts the education process or the orderly operation of a school Cyberbullying is bullying through the use of technology or electronic devices such as telephones, cell phones, computers and the Internet. It includes, but is not limited to email, instant messages, text messages, and internet postings. See M.G.L., c. 71, §37O for the legal definition of cyberbullying. Cyberbullying shall also include: i. the creation of a web page or blog in which the creator assumes the identity of another person, or ii. the knowing impersonation of another person as the author of posted content or messages, if the creation or impersonation creates any of the conditions enumerated above in clauses (i) to (v), inclusive of the definition of bullying Cyberbullying shall also include the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons, if the distribution or posting creates any of the conditions enumerated above in clauses (i) to (v), inclusive, of the definition bullying. Cyberbullying may include conduct such as sending derogatory, harassing or threatening email messages, instant messages, or text messages; creating websites that ridicule, humiliate, or intimidate - 13 - | P a g e

Adopted: NASC - 12/16/2010

North Andover Public Schools

others; and posting on websites or disseminating embarrassing or inappropriate pictures, audio recording, or images of others. Hostile environment, as defined in M.G.L., c. 71, §37O, is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of a student’s education. Retaliation is any form of intimidation, reprisal or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying. Staff includes, but is not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, support staff, or paraprofessionals. Target is a student against whom bullying, cyberbullying, or retaliation has been perpetrated. IX. RELATIONSHIP TO OTHER LAWS Consistent with state and federal laws, and the policies of the school or district, no person shall be discriminated against in admission to a public school of any town or in obtaining the advantages, privilege and courses of study of such public school on account of race, color, sex, religion, national origin, or sexual orientation. Nothing in the Plan prevents the school or district from taking action to remediate discrimination or harassment based on a person’s membership in a legally protected category under local, state, or federal law, or school or district policies. In addition, nothing in the Plan is designed or intended to limit the authority of the school or district to take disciplinary action or other action under M.G.L. c. 71, §§ 37H or 37H½, other applicable laws, or local school or district policies in response to violent, harmful, or disruptive behavior, regardless of whether the Plan covers the behavior.

- 14 - | P a g e

Appendix 1 File: JBA

STUDENT-TO-STUDENT HARASSMENT

Harassment of students by other students will not be tolerated in the North Andover Public Schools. This policy is in effect while students are on school grounds, School District property or property within the jurisdiction of the School District, school buses, or attending or engaging in school activities. Harassment prohibited by the District includes, but is not limited to, harassment on the basis of race, sex, creed, color, national origin, sexual orientation, religion, marital status or disability. Students whose behavior is found to be in violation of this policy will be subject to disciplinary action up to and including suspension or expulsion. Harassment means conduct of a verbal or physical nature that is designed to embarrass, distress, agitate, disturb or trouble students when: Submission to such conduct is made either explicitly or implicitly a term or condition of a student’s education or of a student’s participation in school programs or activities; Submission to or rejection of such conduct by a student is used as the basis for decisions affecting the student, or; Such conduct has the purpose or effect of unreasonably interfering with a student’s performance or creating an intimidating or hostile learning environment. Harassment as described above may include, but is not limited to: Verbal, physical or written harassment or abuse; Repeated remarks of a demeaning nature; Implied or explicit threats concerning one’s grades, achievements, or other school matter. Demeaning jokes, stories, or activities directed at the student. Bullying and cyber bullying. The District will promptly and reasonably investigate allegations of harassment. The Principal of each building will be responsible for handling all complaints by students alleging harassment. Retaliation against a student, because a student has filed a harassment complaint or assisted or participated in a harassment investigation or proceeding, is also prohibited. A student who is found to have retaliated against another in violation of this policy will be subject to disciplinary action up to and including suspension and expulsion. The Superintendent will develop administrative guidelines and procedures for the implementation of this policy. SOURCE: MASC LEGAL REF.: M.G.L. 151B:3A

REFS.:

Title VII, Section 703, Civil Rights Act of 1964 as amended Board of Education 603 CMR 26:00 “Words that Hurt,” American School Board Journal, September 1999

Revised 5/20/10 File: JIC

i

Appendix 1

STUDENT CONDUCT Good citizenship in schools is based on respect and consideration for the rights of others. Students will be expected to conduct themselves in a way that the rights and privileges of others are not violated. They will be required to respect constituted authority, to conform to school rules and to those provisions of law that apply to their conduct. Teachers and other members of the school staff are to emphasize and establish high standards of personal courtesy, decency, morality, clean language, honesty, and wholesome relationships with others, along with respect for real and personal property, and pride in one’s work and achievement within the limits of an individual’s ability. The North Andover Public School system strives to create a community in which all participants have a greater respect and active concern for others, “a respectful community”. By using common language teachers and other members of the school staff will reinforce our core values. The foundation of our common language will be the values represented by Respect, Achievement, Inclusion, Service and Empathy (RAISE). Respect: We will think about others before speaking or taking action. We will appreciate the contributions of others while showing respect for ourselves, other people, personal and/or community property and environment. Achievement: We will exercise our best effort and judgment in all activities in which we participate and will set goals that promote positive academic, social, and personal development. Inclusion: We have a responsibility to break down barriers by inviting new people into circles of friends, teams, and experiences as we work to be a unified, collaborative community. Service: We believe the growth and improvement of a relationship and community depends on the willingness of others to contribute support to the greater good. Empathy: We will be aware of and consider another person’s situation, feelings or motives before speaking or taking action. North Andover is committed to creating and sustaining a school culture where everyone is treated with dignity and embraces the values represented by RAISE. Any of the following actions may subject a student to expulsion by the Principal under the terms of M.G.L. 71:37H: 1.

Found on school premises or at school-sponsored or school-related events, including athletic games, in possession of a dangerous weapon or a controlled substance.

2.

Who assaults a Principal, Assistant Principal, teacher, teacher's aide or other educational staff member on school premises or at school-sponsored or school-related event including athletic games.

Any of the following actions will subject a student to suspension, expulsion, subject to School Committee action, or other disciplinary measures: 1.

Intentionally causing or attempting to cause damage to school property; or stealing or attempting to steal school property.

2.

Intentionally causing or attempting to cause damage to private property; stealing or attempting to steal private property.

3.

Intentionally causing or attempting to cause physical injury to another person except in self-defense.

ii

Appendix 1 4.

Using or copying the academic work of another and presenting it as his own without proper attribution.

5.

Repeatedly and intentionally defying the valid authority of supervisors, teachers, or administrators.

6.

Engaging in conscious, willful and deliberate hostile activity intended to harm, induce fear through threat of further aggression, and create terror (i.e. bullying/cyber bullying).

The above prohibited actions will be printed in a handbook or other publication and made available to students and parents. School building administrators will not suspend a student, or recommend a student for suspension or expulsion, unless the student has engaged in one of the prohibited actions mentioned above while on school property or taking part in a school activity off school grounds.

SOURCE: MASC LEGAL REF:

M.G.L. 71:37H

Revised 5/20/10

iii

Appendix 1 File: JICFA PROHIBITION OF HAZING In accordance with Massachusetts General Laws, Chapter 536 of the Acts of 1985, the School Committee hereby deems that no student, employee or school organization under the control of the School Committee shall engage in the activity of hazing a student while on or off school property, or at a school sponsored event regardless of the location. No organization that uses the facilities or grounds under the control of the School Committee shall engage in the activity of hazing any person while on school property. The North Andover Public Schools take incidences of hazing seriously. It is our mission to maintain a safe environment that fosters educational, social and emotional learning, free of negative behavior. Any student who observes what appears to them to be the activity of hazing another student or person should report such information to the Principal including the time, date, location, names of identifiable participants and the types of behavior exhibited. Students and employees of the District are obligated by law to report incidents of hazing to the police department. Any student who is present at a hazing has the obligation to report such an incident. Failure to do so may result in disciplinary action by the school against that student and could involve suspension from school for up to three days. Any student who participates in the hazing of another student or other person may, upon the approval of the Superintendent of Schools, be suspended from school for up to ten (10) school days. Any student determined by the Principal to be the organizer of a hazing activity may be recommended for expulsion from school but will receive no less disciplinary action than that of a participant. Retaliation against a student, because a student has filed a report or assisted in the investigation of an incident of hazing, is also prohibited and will be subject to disciplinary action up to and including suspension and expulsion. In all cases relating to hazing, students will receive procedural due process. SOURCE: MASC LEGAL REF.: M.G.L. 269:17, 18, 19 Revised 5/20/10

iv

Appendix 1 File: JICFA-E HAZING CH. 269. S. 17. CRIME OF HAZING: DEFINITION: PENALTY Whoever is a principal organizer or participant in the crime of hazing as defined herein shall be punished by a fine of not more than one thousand dollars or by imprisonment in a house of correction for not more than one hundred days, or by both. The term "hazing" as used in this section and in sections eighteen and nineteen, shall mean any conduct or method of initiation into any student organization, whether on public or private property, which willfully or recklessly endangers the physical, emotional or mental health of any student or other person. Such conduct shall include whipping, beating, branding, forced calisthenics, exposure to the weather, forced consumption of any food, liquor, beverage, drug or other substance, sexual or any other brutal treatment or forced physical activity which is likely to adversely affect the physical health or safety of any such student or other person, or which subjects such student or other student or other person to extreme mental stress, including extended deprivation of sleep or rest or extended isolation. CH. 269. S. 18. DUTY TO REPORT HAZING Whoever knows that another person is the victim of hazing as defined in section seventeen and is at the scene of such crime shall, to the extent that such person can do so without danger or peril to him or herself or others, report such crime to an appropriate law enforcement official as soon as reasonably practicable. Whoever fails to report such crime shall be punished by a fine of not more than five hundred dollars. CH. 269. S. 19. HAZING STATUTES TO BE PROVIDED: STATEMENT OF COMPLIANCE AND DISCIPLINE POLICY REQUIRED Each secondary school and each public and private school or college shall issue to every group or organization under its authority or operating on or in conjunction with its campus or school, and to every member, plebe, pledgee or applicant for membership in such group or organization, a copy of this section and sections seventeen and eighteen. An officer of each such group or organization, and each individual receiving a copy of said sections seventeen and eighteen shall sign an acknowledgment stating that such group, organization or individual has received a copy of said sections seventeen and eighteen. Each secondary school and each public or private school or college shall file, at least annually, a report with the regents of higher education and in the case of secondary schools, the board of education, certifying that such institution has complied with the provisions of this section and also certifying that said school has adopted a disciplinary policy with regards to the organizers and participants of hazing. The board of regents and in the case of secondary schools, the board of education, shall promulgate regulations governing the content and frequency of such reports, and shall forthwith report to the Attorney General any such institution which fails to make such a report. First Reading: 2/12/2002 Adopted: NASC, 2/26/2002 SOURCE: No. Andover

v

Appendix 2 JICFB BULLYING

One of the North Andover Public Schools most important responsibilities is to create and sustain a safe school environment where the students can focus on their education and feel welcome. To achieve this goal we must acknowledge that bullying can occur within our community and it is our obligation to respond to it in the most effective manner possible. Bullying of any type has no place in a school setting. The North Andover Public Schools will endeavor to maintain a learning and working environment free of bullying. Bullying can take many forms and occur in virtually any setting. It can create unnecessary and unwarranted anxiety that will affect attending school, walking in corridors, eating in cafeterias, playing in the school yard or recreation areas, participating in or attending special and extracurricular activities, or riding on the bus to and from school each day. As a rule bullying behavior starts in elementary school and peaks in the middle school years. However, it attracts more attention from adults when it appears in high school. There the students are older and physically larger and the behavior is recognized as being less tolerable and more inappropriate. Also, sexual harassment is, in fact, often a form of bullying. Cyber bullying, the sending or posting of harmful or cruel text images using the Internet or other digital communication devices, is one of the most challenging issues facing administrators, parents and law enforcement officials. Cyber bullying can be extremely vicious. Victimization is ongoing (24/7) and, can be distributed world-wide and often irretrievable. Because it can be anonymous, individuals who engage in cyber bullying are bolder and less fearful of getting caught. Bullying and harassment are major distractions from learning. The grades of the victims can suffer. Fear can lead to chronic absenteeism, truancy, or even dropping out of school. Bystanders feel both guilty and helpless for not standing up to the bully. Most bullying starts out verbally – teasing and put-downs – and may become progressively worse, assume physical dimensions and/or make its way out onto the Internet. Bullying is defined as engaging in conscious, willful and deliberate hostile activity intended to harm, induce fear through threat of further aggression, and create terror. Examples of bullying include: Bullying can be direct or indirect, blatant or subtle. It involves an imbalance of power and repeated and intentional actions. Bullying is any behavior considered physical aggression, social aggression, verbal aggression, written aggression, intimidation, sexual harassment, or racial/ethnic harassment. Bullying is cutting someone off from essential relationships. Bullying includes isolating the victim by making them feel rejected by his/her community. Bullying is malicious gossip and rumor spreading. Bullying can take the form of cyber bullying. Electronic communication (including but not limited to texting, Facebook posting, emailing or other forms of internet use) that includes physical threats and/or malicious gossip and slander. Hit lists or polls via email or other methods of communication naming specific students and/or teachers. vi

Appendix 2

The district’s approach to bullying is one of restitution, resolution and reconciliation. Staff will provide support for the victim while working to change the behavior of the bully through a combination of education and problem solving. Consequences for irresponsible behavior will be simple, valuable and purposeful. Retaliation against a student, because a student has filed a report or assisted in the investigation of an incident of bullying, is also prohibited and will be subject to disciplinary action up to and including suspension and expulsion. The School Committee expects administrators and supervisors to make clear to students and staff that the act of bullying in the school building, on school grounds, on the bus or school-sanctioned transportation, or at school-sponsored functions will not be tolerated and will be grounds for disciplinary action up to and including suspension and expulsion for students and termination for employees. The District will promptly and reasonably investigate allegations of harassment, including bullying. The Principal of each building will be responsible for handling all complaints by students alleging harassment, including bullying whether the act has been witnessed by staff or not. The Superintendent will develop administrative guidelines and procedures for the implementation of this policy. These guidelines and procedures will be printed in the Student Handbooks. The district will implement programs to educate students, staff and parents on bullying and cyber bullying. File: JICFB SOURCE: MASC LEGAL REFS.:

Title VII, Section 703, Civil Rights Act of 1964 as amended Federal Regulation 74676 issued by EEO Commission Title IX of the Education Amendments of 1972 Board of Education 603 CMR 26:00 MGL Chapter 71, Section 370 as amended 7/1/13

REFS.:

National School Safety Center Maine Project against Bullying The Wellesley College Center for Research on Women North Andover Public Schools Building Respectful Communities Initiative

CROSS REFS.:

AC, Nondiscrimination ACAB, Sexual Harassment JICFA-E, Hazing

Revised 5/20/10 Revised 10/24/13

1 of 2

vii

Appendix 2 Revised 5/20/10 NORTH ANDOVER PUBLIC SCHOOLS

Administrator Investigation Procedure This process applies to only situations where bullying is alleged. Disciplinary incidents will be reported using the school disciplinary action process.

Step One:

Complete Incident Report Form

If an adult witnesses or reports incident:

Staff member completes incident report and gives to designated administrative staff member If a student reports incident to staff member: Acknowledge student’s feelings Determine if there are safety issues that must be addressed immediately Staff member completes incident report and gives to designated administrative staff member

Step Two:

Conduct Investigation

A. Interview Target of bullying: Ask target to complete a narrative of the event Interview the target first Ask target to identify witnesses Target and alleged perpetrator should be separated Do not ask to see target in the alleged perpetrator’s presence Mediation should not be used with bullying situations Encourage target to report any additional incidents with the alleged perpetrator

B. Interview Witnesses: Ask who was present Document the witness’s statement

C. Interview the student Perpetrator of bullying: Identify the problem Focus more on the alleged perpetrator’s behavior, protecting the target’s confidentiality Make the alleged perpetrator aware of consequences of retaliation against target and reporter

D. Contact parent of target, alleged perpetrator and appropriate witnesses Step Three:

Assign Consequences if needed Assign appropriate consequence If the alleged perpetrator denies the incident and there is insufficient evidence, tell the alleged perpetrator that you hope s/he is right and that nothing happened, but you will continue to monitor behavior Monitor safety of target and provide additional support as needed Notify the School Resource Officer when appropriate

Step Four:

Document Incident and Consequences Document outcome of investigation on Follow-up Form Target will be notified of action taken or not taken Provide update to staff member who reported incident Monitor students’ behavior Notify teachers who have contact with target and perpetrator

viii

Appendix 2 NORTH ANDOVER PUBLIC SCHOOLS Staff Incident Report Form

Bullying is defined as a verbal, physical, written or electronic action, or incident or other direct or indirect behavior that is cruel and repetitive. Bullying is characterized by an imbalance of physical, psychological or emotional power. This report must be submitted to the principal/assistant principal/designated staff member as soon as completed. Target of Bullying Alleged Perpetrator (s) of Bullying What Happened?

Date and Time of Incident Location of Incident Witness(es) Previous Incidents

Submitted by:_________________________________________________________________________

Details of Incident

To your knowledge, has this occurred before? Yes_____

No_____

Signature__________________________________

Are there immediate safety concerns? Yes_____

No_____

Date___________________________________

ix

Appendix 2 NORTH ANDOVER PUBLIC SCHOOLS Administrator Investigation Follow-Up Form Date of Investigation Investigator Additional Follow-Up Dates Interview Narrative

Action Taken

Date Contact Made with Parent Verbal_______________________

Written______________________

____/____/_________ Dates of Follow-Up Conferences (if needed) ____/____/_________, ____/____/_________, ____/____/_________ Results of Follow-Up Conferences Was the Incident Reported to the Office of the Superintendent? Yes____

No____

Was the Incident Reported to the SRO/Police Dept.? Yes____

Details:

Details:

No____

Date of Final Report

Date Student Advised:

____/____/_________

____/____/_________

_____________________________________________________ Signature of Investigator

__________________________ Date

x

Appendix 2 NORTH ANDOVER PUBLIC SCHOOLS Parent Communication Form (Optional) Date:

Dear Your student was involved in an incident in school today. We believe it is important to share this information with you. What was reported:

Actions to prevent further bullying or retaliation:

The incident has been investigated and will be monitored. Due to reasons of confidentiality, students’ names and disciplinary actions cannot be revealed. Please sign and return this letter to school in an envelope addressed to me as soon as possible. Please do not hesitate to contact me if you have any questions or concerns. Thank you.

_____________________________________________________ Principal/Designated Staff

__________________________ Date

_____________________________________________________ Parent/Guardian Signature

__________________________ Date

xi

Appendix 2 NORTH ANDOVER PUBLIC SCHOOLS Bullying Reporting Form (On-Line Form) (Parent, Student, Community) If you have information regarding bullying and would like to report this information, please fill out the following form to the best of your knowledge. Please note that this form can be anonymous. For the purpose of this form, bullying is defined as a verbal, physical, written or electronic action or incident that is cruel and repetitive. Bullying is characterized by an imbalance of physical, psychological or emotional power. Submitted by: (Optional)_____________________________________ TARGET NAME (last, first, middle)

SEX

GRADE

AGE

PERPETRATOR NAME (last, first, middle)

SEX

GRADE

AGE

SCHOOL

SCHOOL TELEPHONE: (978)

PRINCIPAL

TODAY’S DATE:

Where did the incident occur?

When did the incident occur?

Date:_______________________________________

Time:___________________________________

Please describe, in as much detail as possible, what happened:

Do you know any of the witnesses involved? If so, please provide as much detail as possible about these people:

List evident of bullying, if any (i.e., letters, photos, etc.). Attach evidence if possible.

Thank you. This report will be followed up on within 2 school/work days. If you fear a student is in IMMEDIATE danger, contact their home school or police. …………………………………………………………………………………………………………………………... For Office Use Only Date Received: Received by:

Title/School:

xii

Appendix 2 NORTH ANDOVER PUBLIC SCHOOLS Bullying Witness Statement Form This report must be completed when there is a witness to an incident of alleged bullying (for the purpose of this form, bullying encompasses bullying, harassment and discrimination). One form must be completed for/by each witness. All witness statements that relate to one incident should be attached to the Incident Complaint Report Form. WITNESS NAME (Last, First)

WITNESS TITLE (i.e. Parent, Student or Teacher)

INTERVIEW DATE

TARGET NAME (Last, First)

PERPETRATOR NAME (Last, First)

SCHOOL SITE (Where incident occurred) PRINCIPAL

SCHOOL TELEPHONE INCIDENT DATE

Describe the location where the incident took place:

Description of incident witnessed:

List any other witness names and grades:

List evidence of bullying (i.e. letters, photos, etc. – attach evidence if possible):

I agree that all of the information on this form is accurate and true to the best of my knowledge.

___________________________________________ Signature of Witness

_______________________________________ Date

…………………………………………………………………………………………………………………………………………………………………. FOR OFFICE USE ONLY Date Received:

Received by:

Title/School

xiii

Appendix 2 NORTH ANDOVER PUBLIC SCHOOLS School Principals and Phone Numbers

North Andover High School Principal Carla Scuzzarella

(978) 794-1711

North Andover Middle School Principal Joan McQuade

(978) 794-1870

Atkinson Elementary School Principal Greg Landry

(978) 794-0124

Franklin Elementary School Principal Joseph Clarke

(978) 794-1990

Kittredge Elementary School Principal Richard Cushing

(978) 794-1688

Sargent Elementary School Principal Edward Foster

(978) 725-3673

Thomson Elementary School Principal Lorene Marx

(978) 794-1545

North Andover Early Childhood Center Marylou Connors, Director

(978) 794-1577

xiv